Abstract
The article is devoted to the problems of organizing individually differentiated work with younger students who experience difficulties in learning within the framework of inclusive education. The main indicators of children with the risks of mental retardation, which prevent their successful co-education with ordinary peers in the general class of a mass primary school, are characterized. The necessary conditions for the organization of pedagogical assistance and the features of an individually differentiated approach to children with different rates of mental development are considered in detail.
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